摘要

香港少數族裔學生的中文教學為當今重要教育議題之一，但身分認同或少數族裔學生的研究較集中在中學生之上，反觀小學生的討論並不多見，而混血兒小學生的長期追蹤研究更為罕見。本文主要採用Norton Peirce（1995）的身分認同理論，以一位菲律賓混血兒為研究對象，探討身分認同、中文學習表現和最大的學習困難。本研究為個案質性研究，從2012年至2024年間追蹤研究長達十二年。研究對象為一位本地出生居港超過20年在單親家庭生活的菲裔混血兒，研究橫跨該生小學、中學、職業先修、正式就業，然後再回到職業先修學校五個不同階段。研究方法主要通過學生、家長、教師、朋輩訪談、課業蒐集及觀課等，以NVivo、COLT輔助分析。先導研究為2011年，主要研究為2012–2015年，跟進研究為2016–2024年。根據約70次訪談及95份文件和觀察，發現研究對象的身分認同呈多變多樣多矛盾的「遊牧」狀態，而且身分認同不但與中文學習的資源投放有關，亦與父母的立場定位和朋輩關係有關。混血兒學生雖然較一般少數族裔學生面對更多身分認同的矛盾和掙扎，但是如果能視「中國語文身分」跟已有身分並不相悖，甚至可以相容，則較易投入中文實踐社群，減少因身分認同產生的學習困難，有助提升中文學習成效。

關鍵詞：身分認同；少數族裔；混血兒；中文作為第二語言；追蹤研究

Abstract

The teaching of Chinese to ethnic minority students in Hong Kong is one of the important educational issues today, but there has been limited discussion on the identity or mixed-race backgrounds of ethnic minority primary school students. This study primarily employed Norton Peirce’s (1995) theory of identity. Specifically, it focused on the identity, Chinese language learning performance, and the greatest learning challenges of a Filipino mixed-race student. This was a qualitative longitudinal case study spanning from 2012 to 2024. The participant was a local-born Filipino mixed-race child who has resided in Hong Kong for over 20 years, and the study covered five different stages of the student’s life: elementary school, secondary school, prevocational school, formal employment, and a return to prevocational school. NVivo and COLT analysis was conducted through interviews with students, teachers, friends and parents, as well as homework collection and class observation. The pilot study was done in 2011, the main study in 2012–2015, and the follow-up study in 2016–2024. Based on around 70 interviews and 95 documents and observations, the findings suggest that the participant’s identity was nomadic and varied, and that the identity was linked not only to the resources allocated for Chinese language learning, but also to the parents’ positioning and relationship with friends. Although mixed-race students may face more identity conflicts and struggles than other ethnic minority students, if they can see that their “Chinese language identity” is not contradictory to their existing identities and can even be compatible with them, they are more likely to engage in Chinese language practice and reduce the difficulties in learning due to their identities, which can help improve the effectiveness of their Chinese language learning.

Keywords:identity; ethnic minority; mixed race; Chinese as a second language; longitudinal study

摘要

在新自由主義思潮影響下，當代大學建立起基於市場和競爭的管理新秩序，塑造和經營自身形象成為大學的重點工作。身處多元社會和複雜教育情境之下，粵港澳大灣區內高等教育合作進入空前緊密時期，其高等院校形象建構不僅是行政議題，更彰顯區域高等教育資源競賽和新的聯動發展旨向，乃至於在全球高等教育發展中的定位。本研究採用主題分析（thematic analysis），檢視粵港澳大灣區內位處特別行政區的M大學之主頁新聞內容，以探析當代大學形象建構的特徵，尤其針對粵港澳大灣區高等教育在經濟社會發展「風向標」與國家政策走向「指揮棒」的雙重影響背景下的高等院校形象建構、其身分認同乃至未來發展趨向。研究發現，M大學形象的建構突顯一種「全球–國家–區域」維度的多元化身分認同，而粵港澳大灣區的發展動能深度急遽地影響着M大學，在彰顯出全球性高等院校標桿和因應國家驅動的區域發展特徵及優勢的同時，亦可能帶來對大學資源

關鍵詞：粵港澳大灣區；形象建構；高等院校身分認同；全球化高教論述；新自由主義

Abstract

Under the influence of neoliberalism, contemporary universities have established a new management order based on market competition. Consequently, image construction has become a vital task for universities. Higher education cooperation in the Guangdong–Hong Kong–Macao Greater Bay Area has reached unprecedented closeness amid a diverse society and complex educational context. The construction of the university image in this region is not merely an administrative concern, but also reflects the new development direction of regional higher education resource competition, linkage, and its positioning in global higher education development. This study adopted thematic analysis to examine the news content of homepage of University M, located in the Guangdong–Hong Kong–Macao Greater Bay Area, pertaining to one of the Special Administrative Regions, aiming to explore contemporary university image construction characteristics. The research examined the characteristics of contemporary university image construction, identity recognition, and future developmental opportunities for universities within the economic and social framework of the Guangdong–Hong Kong–Macao Greater Bay Area and national policy direction. Findings reveal that M University’s image construction showcased a multifaceted identity in the “Global–National–Local (Glonacal)” dimension, with its development closely intertwined with that of the Guangdong–Hong Kong–Macao Greater Bay Area. While highlighting the global benchmark of universities and the characteristics of regional development driven by the country, it may also bring many challenges at different levels, such as resource allocation and identity recognition in local social needs.

Keywords: Guangdong–Hong Kong–Macao Greater Bay Area; image construction; identity recognition in higher education institutions; global higher education discourse; neoliberalism

摘要

本研究以教師生命史傳記取向，建構一位原住民幼兒園教保員文化課程與族群數學教學生涯發展歷程的意義和研究價值，並採取傳記史研究為處於偏鄉的鄉立幼兒園中的生活經驗和教學提供了發聲的機會。藉由教保員幼兒教學專業發展歷程故事的敘述，探討鄉立原住民幼兒園結構與偏鄉社會文化因素如何形塑教保員自我和專業發展，以及民族教學過程的意義詮釋；研究還根據教保員的敘述故事，以其身為教保員的位置，探討原住民偏鄉教育的實際問題。本研究主要以鄉立幼兒園教保員自我成長歷程的觀點，注意到長久存在於偏鄉幼兒教育生態環境的結構性問題，同時注意到幼兒數學教學與原住民社會文化的觀點討論，顯現鄉立幼兒園教保員教學發展歷程可能面臨到內外在環境條件的限制，可以幫助我們對於原住民偏鄉教保員族群文化課程與教學專業期望有更多元的認識。

關鍵詞：偏鄉；原住民；教保員；族群數學；傳記史

Abstract

This study constructed the significance and research value of the development process of culture curriculum and ethnomathematics teaching of an indigenous educare giver with the orientation of teacher’s life history biography, and adopted the biographical history research to provide an opportunity for advocating the life experience and teaching of a remote-area preschool. Through narrating the story of developing the curriculum and teaching profession of the preschool, the structure of the rural indigenous preschool and the social and cultural factors of remote areas were discussed, and how to shape the self-development and professional development of the educare giver and interpret the meaning on the curriculum and teaching process of the children were explored. According to the narrative story of the educare giver, she also used her position as a teacher to explore the practical problems of indigenous people’s education in remote areas. This study mainly took the perspective of the self-growth process of a rural preschool educare giver, noted the structural problems of the ecological environment of educare givers in early childhood for a long time, with the perspective of children’s curriculum and teaching with indigenous social culture. It showed that the development process of preschool curriculum and teaching of rural preschool teachers may face the limitations of internal and external environmental conditions, which provide us with more perspectives on the self-professional expectations of indigenous educare givers’ curriculum and teaching.

Keywords: remote area; indigenous people; educare giver; ethnomathematics; biographical history

摘要

本研究主要探究國民中學校長倫理領導、學校組織信任與教師組織公民行為的關係，並以學校組織信任為中介變項，檢視校長倫理領導對教師組織公民行為的影響，亦檢視不同組織信任管道的中介作用。本研究採用問卷調查方式，以台灣公立國民中學教師為研究對象，共計發放840份問卷，有效問卷計766份。本研究採用結構方程模式驗證國民中學校長領導、學校組織信任以及教師組織公民行為的線性關係，研究結果發現：（1）校長倫理領導對於學校組織信任有直接影響；（2）學校組織信任對教師組織公民行為有直接影響；（3）校長倫理領導可透過學校組織信任部分中介間接影響教師組織公民行為；（4）學校組織信任構面中，對同事信任的中介作用影響最大，對學校信任次之，對校長信任不具中介作用。研究建議校長若藉由倫理領導以形塑教師組織公民行為，一定得透過凝聚教師對學校組織信任（尤其是對同事信任），加強團隊意識，方能提升教師組織公民行為。

關鍵詞：校長倫理領導；組織公民行為；學校組織信任；國民中學

Abstract

This study aimed to explore the relationships among principal’s ethical leadership, school organizational trust, and teachers’ organizational citizenship behavior in junior high schools in Taiwan. The mediating effect of organizational trust was tested to examine the effect of principal’s ethical leadership on teachers’ organizational citizenship behavior. In addition, the study examined the mediating effects of three dimensions of school organizational trust on the above relationship. The data collected were based on questionnaire survey of 766 public junior high school teachers. The study found that: (a) principal’s ethical leadership can directly affect school organizational trust; (b) school organizational trust can directly affect teachers’ organizational citizenship behavior; (c) principal’s ethical leadership can affect teachers’ organizational citizenship behavior through the partially mediated role of school organizational trust; (d) among the three dimensions of school organizational trust, colleague trust had the largest mediating effect, followed by school trust, and the effect of principal trust was insignificant. Finally, the level of school organizational trust shall be strengthened to affirm principal’s influences on teachers’ organizational citizenship behavior

Keywords: principal’s ethical leadership; organizational citizenship behavior; organizational trust; junior high school

摘要

本研究回顧30篇科學演示相關文獻。科學演示操作科學實驗，實際展現科學現象，旨在激發觀眾興趣並深化理解，亦是科學傳播的重要途徑之一。綜合分析文獻中描述科學演示的細節進行三角校正編碼，將科學演示的活動特徵分為參與者、呈現方式和物品使用，同時參考科學傳播的「大眾對於科學的回應」（Burns et al., 2003），探討參與科學演示觀眾的反應與活動特徵的關係。回顧結果發現，科學演示因應各年齡層觀眾選用不同的呈現方式；而實際進行科學演示時的呈現方式和物品使用組合，與各項觀眾反應有關。其中，以使用專業實驗用品進行引導互動，或使用輔助用具結合情節設計的方式，最能提升觀眾興趣，而使用日常實驗材料詮釋科學內容，最有助於觀眾理解。透過分析科學演示的活動特徵與有效觀眾反應的關係，不僅揭示科學演示的教育、娛樂和互動等內涵，更能掌握實踐有效科學演示的具體策略。

關鍵詞：科學教育；科學傳播；科學演示；觀眾反應

Abstract

This study reviewed 30 articles related to science demonstrations. Science demonstrations conducted with experimental items or materials to show the scientific phenomena aim to spark audience interest and enhance understanding. Beyond the educational value, these demonstrations are both entertaining and interactive, making them a vital avenue for science communication. This study referred to the “public response to science communication” (Burns et al., 2003) to investigate the correlation between audience reactions and the features of the demonstrations. By coding the details of science demonstration described in the literature, this study categorized these details according to the presentation method and material used, which are characteristic of science demonstrations, and various audience responses based on the public response to science in science communication. The findings indicate that the presentation methods in science demonstrations varied according to different age groups of the audience. Moreover, the combination of presentation methods and items used during the demonstrations significantly affected audience responses. Specifically, guided interactions with professional experimental items or plot designing with assistive tools could enhance audience interest mostly; and presenting scientific content with daily experimental materials could greatly aid in audience comprehension. By examining the relationship between the features of science demonstrations and effective audience responses, this study not only uncovered the educational, entertaining, and interactive essence of science demonstrations, but also identified the practical strategies for their effective implementation.

Keywords: science education; science communication; science demonstrations; audience responses

摘要

本研究探討於音樂課程中應用擴增實境教材輔助節奏學習的效果，研究參與者為國小五年級學生，採準實驗研究設計，實驗組以擴增實境互動教材進行教學，對照組則以跨平台網頁教材進行教學。本研究透過音樂節奏前、後測驗和課後問卷等量與質兼具的資料進行分析。研究發現，應用擴增實境互動教材於音樂節奏課程能提升學習成效，特別對高成就和低成就組均有顯著影響，而使用網頁式教材僅對低學習成就者有影響。此外，應用數位教材進行音樂節奏教學時應考量學習者的科技先備能力和教材互動機制的設計。本研究根據研究結果和教材研發經驗，分別針對設計數位教材於音樂節奏課程的設計及應用提出未來研究建議，以作後續相關研究或教師教學的實務參考。

關鍵詞：音樂學習；擴增實境；數位教材設計；教育科技應用

Abstract

This study investigated the effectiveness of using augmented reality (AR) teaching materials to assist rhythm learning in music classes. The participants were fifth-grade elementary school students, and a quasi-experimental research design was adopted. The experimental group received instruction through AR materials, while the control group used Web-based materials. The study collected both quantitative and qualitative data, including pre-test and post-test on musical rhythm and post-class questionnaires. The study found that the use of AR materials in rhythm lessons enhanced learning outcomes, significantly benefiting both high- and low-achievement groups, whereas Web-based teaching materials only impacted low-achievement learners. Additionally, when applying digital teaching materials to rhythm instruction, consideration should be given to learners’ prior technological skills and the design of the interactive mechanisms of the materials. Based on the findings and experiences from developing the teaching materials, this study provided future research recommendations for the design and application of digital teaching materials in music rhythm courses, serving as a practical reference for further research or for teachers’ instructional practices.

Keywords: music learning; augmented reality (AR); digital teaching materials design; applications of educational technology

摘要

本研究目的在檢驗ACT雙語教學模式介入後，對學生學習動機與投入程度的影響效果。研究者在國民中學教學現場以ACT模式為架構的雙語教學，採用前實驗設計單一組前中後測設計，進行一學年的追蹤調查，觀察126位學生期初ACT雙語教學模式介入前、介入後上學期末和下學期末，學習動機與投入程度三個不同時間點的改變，以及彼此的交互影響效果。研究結果發現，ACT雙語教學模式介入前後三個時間點，學習動機與學習投入程度呈現正相關。而ACT雙語教學模式在教學現場運用動態評量和提問設計，以及語言重複和多感官刺激等元素，有助於學習動機與投入程度正向穩定成長，且有明顯的個別差異。尤其在ACT雙語教學模式介入一個學期後，學生改善了雙語學習的投入程度，有助於提升下學期的學習動機，而學生的學習動機亦正向帶動其投入程度，驗證ACT雙語教學模式介入後，學習動機與投入程度的交叉延宕效果。對此，本研究不但為ACT雙語教學模式介入提供實徵研究證據，亦有利於累積本土化雙語教學經驗。

關鍵詞：ACT雙語教學模式；交叉延宕模式；投入程度；追蹤調查；學習動機

Abstract

This study aimed to understand the effects of the bilingual ACT mode on students’ learning motivation and learning engagement. The bilingual curriculum was designed according to the ACT mode. The panel study employed the one-group pretest-mid-test-posttest format to study the changes of 126 students’ learning motivation and learning engagement, as well as their reciprocal influence prior to the ACT mode, at the end of the first semester, and at the end of the second semester. The results indicated that students’ learning motivation showed a positive correlation with learning engagement at the three different time points. The elements of dynamic assessment, multi-level questioning strategies, repetition of language, and multi-sensory stimulation in the bilingual curriculum contributed to a positive steady enhancement and indicated obvious individual differences. After following the ACT-mode bilingual curriculum, the students’ learning engagement improved, thereby elevating their learning motivation. Moreover, students’ learning motivation in turn positively led to their improved learning engagement, which showed the cross-lagged effects between students’ learning motivation and learning engagement. This study provided empirical evidence for the bilingual ACT mode and experiences for local bilingual teaching experience.

Keywords: ACT mode for bilingual education; cross-lagged panel model; learning engagement; panel survey; learning motivation

Abstract

This study aimed to explore students’ problem-solving abilities in a teaching situation where card manipulation and number lines were integrated into fractions, as well as students’ performance in the fraction concept test after the teaching activities. We arranged and integrated three teaching activities for students in the experimental group through story situations and classroom discussions to stimulate students’ learning of fractions. The research participants were Grade 4 students in elementary school, and they were randomly divided into the experimental group and the control group. The experimental group adopted card-arranging games integrated into teaching, while the control group adopted general textbook content teaching. The experimental group activities were carried out in heterogeneous groups, and the teacher provided each group with a deck of cards and cotton thread. Through the guidance and stimulation of open-ended questions, students were allowed to discuss the results, causes, and ideas of card manipulation. We analyzed the pre-test and post-test data on the concept of fractions to compare the changes in student performance before and after the teaching. The study found that: (a) classifying cards helped students to concretize fractional number concepts; (b) equal division and marking of number lines strengthened the relationship between the size of marks and their spatial positions; (c) the arrangement of cards on a number line reinforced the concept of equivalence between fractions and decimals. After integrating card-arranging games into teaching, the test score of the experimental group was significantly better than that of the control group.

Keywords: number line; manipulation; fraction; card game

摘要

本研究目的在於探究學生在紙牌操作和數線融入分數的教學情境中解決問題的能力，以及學生在教學活動結束後在分數概念測驗中的表現。我們對實驗組學生透過故事情境和課堂討論的方式安排融入了三項教學活動，以激發學生對分數的學習。研究樣本為小學四年級學生，隨機分為實驗組和對照組，實驗組採取排卡操作融入教學的方式進行，控制組則採取一般教科書內容教學。實驗組活動以異質分組方式進行，老師為每個小組提供一副紙牌和棉線。透過開放式問題的引導和刺激，使學生討論紙牌操作的結果、原因和想法。本研究對分數概念進行了前、後測資料的分析，以比較教學前、後學生表現的變化。主要發現有：（1）分類牌卡幫助學生具體化分數概念；（2）數線的等分與標記強化了學生分數大小與其空間位置的關係；（3）數線上牌卡的排列強化了分數與小數之間的等價概念。經融入教學後，實驗組分數測驗明顯優於控制組學生的表現。

關鍵詞：數線；操作；分數；紙牌遊戲